Education has traditionally gone from teacher to student. This is partly a leftover from the age when the university was a vault of information not available elsewhere. Teachers were truly walking repositories of knowledge. But all that has changed. Now, nearly everything I teach is
This article presents online instructional strategies that address career management objectives in science and engineering courses that may improve student interest in STEM occupations and participation in science-related careers.
Whether teaching MOOCs (massive open online courses), a class whose enrollment has unexpectedly peaked, or courses where schools have upped the enrollment caps, it’s crucial there be as much a connection as possible between the students and instructor. Sure, students can still learn from a
When Hayley Lake, lecturer at Eastern Washington University, got the opportunity to develop an online version of Survey of Alcohol & Drug Problems, a multidisciplinary course that draws students from a variety of majors and backgrounds, she knew that online discussions would be an essential
Students value their instructors’ participation in online discussions, but ongoing participation is not always an option because of the amount of work involved, particularly if there are a large number of students and/or discussions
According to self-determination theory, a theory developed by Deci and Ryan, three basic psychological needs affect motivation: autonomy, competence, and relatedness. Susan Epps, associate professor of Allied Health Sciences, and Alison Barton, associate professor of Teaching and Learning, both at East Tennessee State University, have
When I was first asked to teach an online ethics class way back in 1998, I cleverly built my online lectures the semester prior by transcribing what I said in the face-to-face classroom into text after each lecture. The result was eight-to-10-page documents (single-spaced!) for
It would be great if the material offered in the online classroom—posted lectures, textbooks, other course resources, and our feedback on assignments—were enough to give each student the information necessary to understand and embrace all that is being taught. But we know this rarely happens.
Screen after screen of text is what Kevin Gumienny refers to as “crappy” learning. Gumienny, curriculum coordinator for the Texas A & M Engineering Extension Service (TEEX), says that there are some valid reasons for using this type of instructional design—it’s easy to create and
Two researchers offer data helpful in answering the assessment question. They decided to take a look at a collection of rubrics being used to assess online discussions. They analyzed 50 rubrics they found online by using various search engines and keywords. All the rubrics in
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